The four R’s of
learning
The unforeseen consequence of contemplating learning and
assessment from the viewpoint of a teacher of several years led me to consider
the type of learner I was at school and how my approach to learning has changed
as I have matured. To put it bluntly, I was not good at ‘school’ science at a
young age; I didn’t appreciate the complexities and subtleness of how ‘proper’
science was carried out. It wasn’t until I reached GCSE that I realised it was
crucial to have a level of resilience and determination to succeed at something
which is oftentimes complex and difficult. Claxton proposed that in order for
effective learning to take place, learners must demonstrate the ‘4 Rs’.
- · Resilience
- · Resourcefulness
- · Reflection
- · Reciprocity
It is my firm belief that throughout my education it was
resilience that allowed me to succeed. Anecdotal
evidence and classroom experience suggests that the education system is failing
our pupils by not fostering resilience. Students, across the age range, are not
allowed the opportunity to experience failure as it is deemed too ‘costly’ and
so are ill-equipped to manage that emotion when they do come across concepts
that they struggle to understand initially. The ever present pressure posed by
examinations and league tables has led to an educational culture whereby
teachers teach to the exam question, it is therefore only surface learning
rather than a deep seeded knowledge and understanding that it propagated.
In his book Building
Learning Power Claxton also stresses the importance of reflectiveness as an
element of a successful learner. Whilst reflection on learning is beginning to
creep more into our classrooms, it is this far only done at a surface level.
For example we are very good at giving pupils the opportunity to purple pen our
feedback. What I believe we must get better at is a practise called
meta-learning, getting pupils to understand learning and themselves as an
individual learner.
Claxton also emphasizes the significance of resourcefulness
and reciprocity. Students must be enthusiastic and ready to learn in different
ways and be prepared to work alone or with others, therefore developing
collaborative skills, empathy and interdependence.
Surface and Deep
Learning
I have already touched on the fact that our current system
relies too heavily on a surface approach to learning rather than one that
develops and secures knowledge and understanding. It was Marton and Saljo
(1984) who first distinguished between two different approaches to learning,
namely surface and deep level learning. Surface learning shows an increase in
knowledge that is measurable, such as memorising facts that can be reproduced
and acquiring skills that can be retained and used as and when they are
necessary. Deeper learning involves making sense or abstracting meaning through
relating part of the subject matter to the real world. Deep level learning
appears to be less prescriptive in its approach as the boundaries and
constraints often placed on pupils by teachers have been removed. Students are
able to link new learning experiences with older ones, and are able to make
connections themselves. Biggs (1999), Entwistle (1988) and Ramsden (1992)
define deep learning to be, “Examining new facts and ideas critically, and
tying them into cognitive structures and making numerous links between ideas.”
Undoubtedly, both forms of learning have a place within the classroom. However,
the intention to merely achieve a grade will lead to surface level learning
taking the precedent in the classroom at the expense of the more time consuming
and demanding deep level learning. I have often seen this in my classroom with
students often being content at achieving a C grade rather than wanting to try
and achieve a higher grade. As a teacher I feel that I too may be to blame for
this problem, as all too often I am happy if a pupil has achieved their target
grade. As well as low expectations, lesson pace and design of resources may
also play a part in the style of learning. Many of the activities I set pupils
are limited to the surface level as the aim of the resource is for pupils to
produce the correct answer. What I must strive to do is make sure that my
teaching builds upon the individual students prior knowledge and aim to elicit
an active response from my students.
Time must be taken within lessons to confront and address misconceptions
within lessons, so that pupils are given the opportunity to re-interpret their
previous learning in an environment conducive to such an activity.
In consideration of my own classroom I do believe that I
afford pupils the opportunity to experience both forms of learning styles, and
that I often encourage aspects of deep learning. A more comprehensive and
consistent use of Bloom’s taxonomy would defiantly enable me to move towards a
classroom in which deeper level learning consistently takes place. This would
vastly improve the amount of deep level learning taking place in lower sets, by
steering me away from promoting rote memory.
Fight or Flight
Whilst considering forms of learning is of vital importance
it is also crucial to note that learning in a classroom experience can be a
highly stressed environment. Originally developed by Dr Walton Cannon, Fight or
Flight is defined as:
...an automatic reaction to a stressful and potentially dangerous
situation. Our brains react quickly to keep us safe by preparing the body for
action. Just like animals, humans react to the acute stress by either fighting
the threat or fleeing from it. (Educational Portal, 2013-2015, online).
All learners are individuals, not all will fight to succeed, some may
flee under pressure or may instead simply switch off and become unresponsive to
the learning taking place around them. If the tasks and activities set lack
purpose, normally high achieving independent learners may become disengaged.
Other learners will need guidance, an understanding of what they are doing and
why they are doing it.
Attfield
(2012) makes the point that differentiation is key in the classroom, as
teachers we must be able to assess what students are learning and to modify
approaches where required. However, when differentiating it is important that
tasks need careful thought as to ensure that pupils are not put under too much
unnecessary pressure which may see them flee the situation. The part of the
brain responsible for this action is called the reptilian brain where Pritchard
(2014) believe the flight of fight responses is adopted. These ritualistic
behaviours can have a detrimental effect on higher-level learning. Whilst this
may be the case for many learners it is important to recognise that high expectation
learners can respond positively to challenge and can succeed without support.
It is the notion that some learners can outperform others when put under
academic pressure, as they may need this challenging situation to allow them to
thrive. It is therefore important not be view all pressure as negative and
detrimental to the learner. Sylwester (1994) underlined the impact that
emotions can have on learning, stating that ‘emotionally stressful school
environments are counterproductive because they can reduce a student’s ability
to learn’. Considering this statement and my classroom practice, it is
important that I foster an environment whereby students do not feel threatened
or judged in anyway.
Multiple
Intelligences
The acknowledgement
of how information is delivered is an important factor as all learners will receive
the same information in different ways. Gardner proposed the Multiple
Intelligence theory which he suggests that the education system acknowledges that
universal learning is disadvantageous as it cannot be assumed that all pupils
learn in the same way. He identified seven specific intelligences, these being,
Linguistic, Logical-Mathematical, Musical, Bodily Kinesthetic, Spatial-Visual,
Interpersonal and Intrapersonal. Gardner
believes that each individual possesses each type but at differing levels:
...normal individuals possess each of these
intelligence to some extent; individuals differ in the degree of skill and in
the nature of their combination...such a theory has important educational
implications. (Gardner, 2006, p6).
It is evident that my lessons are influenced by a
logical-mathematical approach, not just in the way that I present information
to pupils but also in the types of activities that I provide both within in the
classroom and for homework. On further reflection this made me consider whether
or not the current education system shows a preference for certain types of
intelligence, which will therefore lead certain students to reach the top sets
as they learn in the style that is most commonly catered for in schools. This
also means that if information was presented in a ways that suits every style
of learner then attainment would increase across the school. It is this
challenge of individual education for the individual that must be addressed by
teachers if we are to show progress in the future.
